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‘Laughing ourselves out of the closet’: comedy as a queer pedagogical form “把自己笑出壁橱”:喜剧作为一种奇怪的教学形式
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188744
Seán Henry, A. Bryan, Aoife Neary
ABSTRACT This paper explores comedy as a queer pedagogical form that subverts problematic representational tropes of queerness pervading mainstream depictions of queer experience. Articulating ‘form’ less as a fixed arrangement of characters, images, objects, and ideas, and more as a kind of formation that positions these in dynamic relation to the wider context in which comedies are encountered, we mobilise the idea of queer pedagogical forms to capture how comedy can foster new modes of thinking about and embodying queerness for, and with, audiences. Drawing on specific examples from Schitt’s Creek and Derry Girls, we document the potential of specific comedic modalities (e.g. irony, sarcasm, irreverence, and slapstick) to foster alternative representations of queerness, in which normative tropes are poked fun at, problematised, and reimagined. Through these examples, we demonstrate how comedies can enable us to ‘laugh ourselves out of the closets’ we live by, feel, navigate, and embody.
摘要:本文探讨了喜剧作为一种酷儿教学形式,它颠覆了主流酷儿体验描述中普遍存在的酷儿形象比喻。我们将“形式”表达为一种形式,它不是人物、图像、物体和思想的固定排列,而是一种将这些东西与喜剧所处的更广泛背景动态联系起来的形式,我们调动了酷儿教育形式的思想,以捕捉喜剧如何为观众培养思考和体现酷儿的新模式。借鉴Schitt‘s Creek和Derry Girls的具体例子,我们记录了特定喜剧模式(如讽刺、讽刺、无礼和闹剧)的潜力,以培养另类的怪异表现,在这种表现中,规范性的比喻被取笑、质疑和重新想象。通过这些例子,我们展示了喜剧如何使我们能够“从壁橱里笑出来”,感受、驾驭和体现我们的生活。
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引用次数: 1
Creating authentic connectedness online through a shared experience of ‘not-knowing’ 通过“不知道”的共享体验在网上建立真实的联系
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188725
L. Wolbert, Aslı Ünlüsoy
ABSTRACT This article describes the experience of two educators in a master program in Pedagogy in the Netherlands. Their experience is of an online gathering with students and educators that took place during the COVID-19 pandemic. Students and educators were not allowed to meet face-to-face, thus resorted to online education. What happened at that online gathering was that the educators observed how the group connected to each other in a way that was reminiscent of the ‘normal’ face-to-face gatherings before the pandemic, but had been absent since the group was forced to meet online. The article starts with individual, subjective descriptions of this experience by the two educators. Subsequently, these so-called thick descriptions are interpreted and analysed. The purpose of zooming in on this particular experience is to gain insight into what pedagogical forms contributed to the enabling of this perceived authentic connectedness in the digital sphere.
本文介绍了两位教育工作者在荷兰教育学硕士课程中的经历。他们的经历是在新冠肺炎大流行期间与学生和教育工作者举行的在线聚会。学生和教育工作者不允许面对面交流,因此采用了在线教育。在那次在线聚会上发生的事情是,教育工作者观察到这群人是如何以一种让人想起疫情前“正常”面对面聚会的方式相互联系的,但自从这群人被迫在线聚会以来,他们一直缺席。文章从两位教育家对这段经历的个人主观描述开始。随后,对这些所谓的厚描述进行了解释和分析。放大这种特殊体验的目的是深入了解是什么教学形式促成了数字领域中这种感知到的真实联系。
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引用次数: 0
Rejuvenating and regenerating on-campus education. Why particular forms of pedagogical life matter 振兴和更新校园教育。为什么特殊形式的教学生活很重要
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188715
J. Masschelein
ABSTRACT The pandemic implied an acceleration of the impending devastation of various forms of public pedagogical life attached to the campus, changing the ecology of study and affecting the sense-ability and response-ability of the university as an ‘association for/to study’ (‘universitas studii’). This contribution sketches two developments that play a role in this weakening of pedagogical life: the establishment and expansion of a hyper-modern learning factory and the creation of the figure of the independent learner. It is suggested that the rejuvenation and regeneration of pedagogical life can be supported by a critical pedagogy that cultivates the art of distinction in order to describe and indicate the distinctions that matter to various forms of pedagogical life and what they make happen. This is then exemplified through a brief discussion of the lecture and the seminar engendering ‘spoken science’. Finally, it is indicated how a rejuvenation and regeneration implicates students and scholars.
大流行意味着各种形式的公共教学生活与校园相关联的破坏即将加速,改变了学习的生态,影响了大学作为“学习协会”(“universitas studii”)的感知能力和反应能力。这篇文章概述了两个在弱化教学生活中发挥作用的发展:超现代学习工厂的建立和扩展以及独立学习者形象的创造。作者认为,教育生活的复兴和再生可以得到一种批判性教育学的支持,这种教育学培养了区分的艺术,以描述和指出对各种形式的教育生活至关重要的区别,以及它们所发生的事情。然后通过对讲座和研讨会的简短讨论来举例说明这一点,从而产生“口头科学”。最后,指出复兴与再生与学生和学者的关系。
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引用次数: 0
Pedagogies of place: conserving forms of place-based environmental education during a pandemic 地点教学法:在大流行期间保护基于地点的环境教育形式
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2023-01-02 DOI: 10.1080/17449642.2023.2188721
Jeff Stickney
ABSTRACT Can on-line ‘place-based learning’ be more than a facsimile or ritual? Using a phenomenology of my pandemic practice, I investigate the meaning of ‘place-based learning:’ entertaining Aristotle’s seminal thought on place as a container to venture into contemporary phenomenological inquiries where places and things are not only conceptually implicated by each other, but immanent and potentially powerful elements in learning experiences. Bonnett’s (2021) ecologizing of education shows that authentic forms must be embodied and emplaced in order to open learners to the more in situ, deeply-contextualized and yet ‘transcendental’ and ‘ecstatic’ reception of the more-than-human realm of nature (as what comes-forth, phusis). But this Heideggerian narrative with which I resonate poses challenges for students and place-based educators. Wittgenstein’s philosophical approach, itself modelled on place-based investigation of language (our ‘home city’), draws me back from metaphysical inclinations to dwell constructively on ordinary discourses rooted in educational practices.
在线“基于地点的学习”能不仅仅是一种传真或仪式吗?利用我的流行病实践的现象学,我研究了“基于地点的学习”的意义:将亚里士多德关于地点的重要思想作为一个容器,冒险进入当代现象学研究,其中地点和事物不仅在概念上相互关联,而且在学习经验中具有内在和潜在的强大元素。Bonnett(2021)对教育的生态化表明,真实的形式必须被具体化和安置,以便让学习者能够更就地、更深入地情境化,但又“超越”和“狂喜”地接受超越人类的自然领域(如所示,phusis)。但我认同的这种海德格尔式的叙述给学生和基于地点的教育者带来了挑战。维特根斯坦的哲学方法本身就是以语言(我们的“家乡”)的地为基础的调查为模型的,它把我从形而上学的倾向中拉回来,建设性地探讨植根于教育实践的普通话语。
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引用次数: 0
Knowledge, Truth, and Education in Post-Normal Times 后师范时代的知识、真理与教育
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-02 DOI: 10.1080/17449642.2022.2148382
Kai Horsthemke
ABSTRACT The advent of Covid-19, a new and highly contagious form of Corona virus, in late 2019 cast a harsh light on human vulnerabilities and on the provocations (and opportunities) facing humanity. Although many of the more drastic measures applied within educational settings have since ceased to apply, at least for the time being, we are not yet ‘past Covid’: many of the challenges that are discussed here still exist. As we faced unprecedented disruption to economies, societies and education systems, the global health pandemic drew attention to existing inequalities and presented a clear picture of steps required for addressing the education of close to one billion students whose learning was hampered due to school closures. The magnitude of this challenge was and still is starkly manifest with the digital divide on the African continen. Democratization of education has been perceived to include facilitation of both formal and epistemic access (including allocation of new technologies for teaching and learning), reconceptualization of knowledge, truth and learning, recognition of ‘other standpoints for knowledge’ and ‘very different knowledge registers,’ recovery of ‘lost knowledge resources’ and connection of ‘multiple ways of knowing,’ and respectful engagement ‘with indigenous and local knowledges,’ idea that merit critical interrogation.
摘要新冠肺炎是一种新的高度传染性冠状病毒,于2019年末出现,这让人们对人类的脆弱性和人类面临的挑衅(和机遇)产生了强烈的认识。尽管许多在教育环境中实施的更严厉的措施已经停止适用,至少目前是这样,但我们还没有“度过新冠肺炎”:这里讨论的许多挑战仍然存在。在我们面临经济、社会和教育系统前所未有的破坏之际,全球卫生疫情引起了人们对现有不平等现象的关注,并清楚地表明了解决近10亿学生教育问题所需的步骤,这些学生的学习因学校关闭而受阻。非洲大陆的数字鸿沟过去和现在都清楚地表明了这一挑战的严重性。教育民主化被认为包括促进正式和认识的获取(包括分配用于教学的新技术),重新定义知识、真理和学习的概念,承认“知识的其他观点”和“非常不同的知识登记册”,“恢复‘丢失的知识资源’和‘多种了解方式’的联系,以及尊重‘土著和地方知识’,这一想法值得批判性审问。
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引用次数: 0
By way of infancy, an exercise in translation 通过婴儿期的方式,练习翻译
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-02 DOI: 10.1080/17449642.2022.2153471
Morgan Deumier
ABSTRACT This paper invites us to reconsider our usual understanding of infancy, no longer as something that passes but as infantia. The Latin word infantia, which is not easy to translate, means a lack of speech, a lack of eloquence, and also infancy, babyhood, and dumbness. Drawing on Barbara Cassin’s works on the untranslatables, I propose to translate infantia, starting by not-understanding, and then by taking detours by different texts, in-between languages. Exercising translation allows us to expose ourselves to the differences between languages. The exercise in translation that unfolds will help to challenge some familiar distinctions such as infant/adult and uneducated/educated.
这篇文章邀请我们重新考虑我们对婴儿期的通常理解,不再是过去的东西,而是婴儿期。拉丁单词infantia不容易翻译,意思是缺乏语言,缺乏口才,还有婴儿期,幼年期和哑巴。借鉴芭芭拉·卡辛关于不可翻译的作品,我建议翻译婴儿,从不理解开始,然后绕道不同的文本,在语言之间。练习翻译可以让我们接触到不同语言之间的差异。在翻译中展开的练习将有助于挑战一些熟悉的区分,如婴儿/成人和未受过教育/受过教育。
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引用次数: 0
Epistemic Injustice, Social Studies, and Moral Sensitivity 认识论不公正、社会研究与道德敏感性
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-02 DOI: 10.1080/17449642.2022.2153469
Samet Merzifonluoglu, Ercenk Hamarat
ABSTRACT There is growing interest in epistemic injustice and its connection to education. However, the relation between social studies and epistemic injustice has not yet been adequately explored and this topic has been given insufficient attention by social studies educators. But it is regarded as an important resource for students who are socially disadvantaged to render their experiences intelligible. However, due to its unique status, it has also been an effective tool for those who are in power and want to maintain social inequalities. For that reason, social studies is the subject most likely to give rise to epistemic injustice in the classroom. In this paper, we address this issue that is currently coming to the fore in social studies. We argue that cultivating moral sensitivity plays a substantive role in overcoming epistemic injustice and this cultivation comes with shaping student’s schemas by integrating the interpretive resources into social studies.
人们对认知不公及其与教育的关系越来越感兴趣。然而,社会研究与认知不公之间的关系尚未得到充分的探讨,社会研究教育者对这一话题的关注也不够。但它被认为是一个重要的资源,为学生谁是社会弱势,使他们的经历理解。然而,由于其独特的地位,它也成为当权者想要维持社会不平等的有效工具。因此,社会研究是最有可能在课堂上引起认知不公正的学科。在本文中,我们讨论了这个目前在社会研究中日益突出的问题。我们认为,道德敏感性的培养在克服认知不公中起着实质性的作用,这种培养通过将解释性资源整合到社会研究中来塑造学生的图式。
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引用次数: 0
Herbart with Rancière on the Educational Significance of the ‘Third Thing’ in Teaching Herbart与ranci<e:1>论“第三件事”在教学中的教育意义
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-02 DOI: 10.1080/17449642.2022.2153470
Erik Hjulström, Johannes Rytzler
ABSTRACT This article highlights the educational and the aesthetic significance of the subject matter (i.e., “the third thing”) in the relationship between teacher and pupil. This, through a reading of two texts, one written by the 19th century educationist and German philosopher Johann Friedrich Herbart, and one written by the contemporary philosopher and political theorist Jacques Rancière. By emphasizing the third thing between pupil and teacher, the article intends to reimagine both the educative and aesthetic values of those timeless things around us, such as objects of art and education, which give life a meaning beyond our limited socio-cultural desires, interests, concepts, and identities. Teaching, from this “fusion of the horizon” between Herbart and Rancière, is an activity created by the heterogeneity already integral to the “essence” of the subject matter. As such, the article also offers a fusion of the horizon between aesthetics and Didaktik.
本文着重论述了师生关系中主体(即“第三物”)的教育意义和审美意义。通过阅读两篇文章,一篇是由19世纪的教育家和德国哲学家约翰·弗里德里希·赫巴特(Johann Friedrich Herbart)撰写的,另一篇是由当代哲学家和政治理论家雅克·朗西 (Jacques ranci)撰写的。通过强调学生和老师之间的第三件事,文章试图重新想象我们周围那些永恒的事物的教育和审美价值,比如艺术和教育对象,它们赋予生活超越我们有限的社会文化欲望、兴趣、概念和身份的意义。从Herbart和ranci之间的这种“视界融合”来看,教学是一种由异质性创造的活动,这种异质性已经与主题的“本质”融为一体。因此,这篇文章也提供了美学与Didaktik之间视界的融合。
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引用次数: 0
Theorizing aesthetic injustice in democratic education: insights from Boal and Rancière 民主教育中审美不公的理论化——博阿尔和兰齐埃的见解
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-10-02 DOI: 10.1080/17449642.2022.2148387
Michalinos Zembylas
ABSTRACT This article examines some aspects of the entanglement between aesthetic injustice and epistemic injustice, paying special attention to how aesthetic injustice can be resisted in the classroom. The article brings into conversation Boal’s notion of aesthetic injustice with Rancière’s work on the overlapping of aesthetics and politics to suggest that a truly democratic education must work on the level of senses, so that students learn how to identify and resist aesthetic injustice in their everyday lives. Specifically, it is argued that the democratic potential of education is inextricably linked to resisting aesthetic and epistemic injustice in practice. The main point of the article is that resistance to aesthetic injustice in the classroom operates as an instance of politics that mobilizes struggle against oppression. In this sense, the nature of political work conducted in democratic education is to undo the oppressive distribution of the senses.
摘要本文探讨了审美不公正与认识不公正之间纠缠的某些方面,特别关注如何在课堂上抵制审美不公正。这篇文章将博阿尔的美学不公正概念与兰齐埃关于美学和政治重叠的工作相结合,提出真正民主的教育必须在感官层面上进行,这样学生才能学会如何在日常生活中识别和抵制美学不公正。具体而言,有人认为,教育的民主潜力与抵制实践中的审美和认识不公正密不可分。文章的主要观点是,在课堂上对审美不公正的抵制是动员反抗压迫的政治的一个例子。从这个意义上说,在民主教育中进行的政治工作的性质是消除感官的压迫性分布。
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引用次数: 0
Educating for Collaboration: A Virtue Education Approach 合作教育:一种美德教育方法
IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH Pub Date : 2022-07-03 DOI: 10.1080/17449642.2022.2111485
Alkis Kotsonis
ABSTRACT Given the instrumental value of good collaborations for societal flourishing, educating for good collaborators (viz., agents who have the motivation and ability to collaborate with others) should be one of the fundamental goals of contemporary education. Still, fostering the growth of dispositions needed for successful collaborations is not explicitly considered to be a first-rate pedagogical goal in most contemporary virtue education programs. To remedy this omission, I propose a virtue-based method for developing good collaborators through an education that involves a mixture of three complementary educational techniques: i) collaborative problem-based learning, ii) physical education, and iii) direct teaching. Learning through collaborative problem-based learning educates students on the motivations and abilities needed to be good collaborators in epistemic pursuits, whereas physical education teaches learners how to be good collaborators in non-epistemic endeavors, whilst direct teaching ties everything together by giving learners an explicit understanding of the value of good collaborations.
鉴于良好合作对社会繁荣的工具价值,培养良好的合作者(即有动机和能力与他人合作的代理人)应该是当代教育的基本目标之一。尽管如此,在大多数当代美德教育项目中,培养成功合作所需的性格成长并没有被明确认为是一流的教学目标。为了弥补这一遗漏,我提出了一种基于美德的方法,通过一种包括三种互补教育技术的混合教育来培养优秀的合作者:I)基于问题的协作学习,ii)体育教育,以及iii)直接教学。通过基于问题的协作学习,教育学生成为认知追求中的优秀合作者所需的动机和能力,而体育教育则教会学习者如何在非认知努力中成为优秀的合作者,而直接教学则通过让学习者明确理解良好合作的价值,将一切联系在一起。
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引用次数: 0
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Ethics and Education
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